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dc.contributor.authorAlcock, Sophie
dc.date.accessioned2013-07-10T21:46:08Z
dc.date.available2013-07-10T21:46:08Z
dc.date.issued2012
dc.identifier.urihttps://hdl.handle.net/10652/2248
dc.description.abstractThis article puts forward a rationale for early childhood teachers observing and interpreting 'objectivity', 'subjectivity' and 'intersubjectivally'. By 'subjectively' I am referring to the idea of teachers working with interpreting the feelings and thoughts that subjectively emerge in them while they observe child(ren) ...en_NZ
dc.language.isoenen_NZ
dc.relation.urihttp://www.education.auckland.ac.nz/uoa/first-years-content#s2c2en_NZ
dc.subjectearly childhood teachersen_NZ
dc.subjectteacher observationsen_NZ
dc.subjecttoddlers
dc.subjectpedagogy
dc.subjectresponsive relationships
dc.titleReconceptualising child observation: Prioritising subjectivityen_NZ
dc.typeJournal Articleen_NZ
dc.rights.holderAuthoren_NZ
dc.subject.marsden130102 Early Childhood Education (excl. Māori)en_NZ
dc.identifier.bibliographicCitationAlcock, S. J. (2012). Reconceptualising child observation: Prioritising subjectivity. The First Years: Nga tau Tuatahi: New Zealand Journal of Infant and Toddler Education,. 14 (1) : 10-13.en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
unitec.publication.titleThe First Years: Nga tau Tuatahi: New Zealand Journal of Infant and Toddler Educationen_NZ
unitec.peerreviewedyesen_NZ
unitec.identifier.roms54869


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